The role of educational and creative institutions in integrating and nurturing talented people with special needs to achieve inclusive and sustainable development

The past decades witnessed an increasing interest in children with special needs, and their inclusion in educational institutions to achieve a state of psychological balance and interaction with the surrounding community; And provide them with living patterns and daily living conditions close to those in society in general.
The global interest in these groups is clear evidence of a real desire to care for and develop them in light of what their capabilities allow. In recent decades, interest in these groups has increased on the part of governments, international organizations, social and academic institutions; The research was prepared to assist them in achieving social balance and integrating them into the society with its various institutions, “based on motives that are not only religious or moral, but rather for evolutionary motives that made the requirements and pillars of development in modern society the need to benefit from all available human energies, including the disabled category, with its knowledge and experience and skills in various fields.
Under the system of interdisciplinary studies that brought together all branches of science in one crucible; It documented the link between the various fields of arts and branches of psychology, especially mental health; Which included people of determination in many studies that drew attention to those groups that remained for long periods without attention, and this was reflected in educational and educational institutions, and countries organized integration laws to contain these groups and reach them to active members of societies, and despite that there are educational elements that are not qualified It deals with these groups without taking into account their disabilities, their needs, and their differences from their normal peers, which makes bullying a painful thing for them to face and leaves a bad impact on them, worsening their psychological states.
Inclusion does not mean the provision of normal services to a disabled child; Rather, it helps him to live a decent life in his large community through a set of special means. Inclusion in regular schools is not a case but a set of processes aimed at developing the authorities represented in the departments and educational districts to accommodate those special groups, and enable them to participate and interact side by side with their ordinary peers.
Despite the enactment of many laws that seek to integrate people of determination into the educational process; Sovereign authorities’ interest in integrating these groups into educational institutions, but there are many institutions and ministries that still place some restrictions represented in the laws of accepting the disabled, which prevent him from completing his education there. Among these institutions, for example, are the newly developed applied technology schools under the Ministries of Industry and Culture, where they do not accept cases of integration even if the quality of their disability does not hinder their studies in these schools, and the Ministry of Higher Education limits the enrollment of these groups in many colleges without forming corresponding committees to examine The possibility of these groups to complete their studies in the colleges they wish to join; Limited to a few colleges.
Thus, what appears to everyone of great interest in these groups is a lacking interest that requires the enactment of effective laws that seek to integrate them into all educational institutions. Therefore, the application of laws must be reconsidered and the various fields of education opened to them in line with their mental abilities and various levels of intelligence; As well as their physical capabilities and psychological and social needs, and the implementation of the recommendations of inclusive community development that seeks to ensure a decent life for them.